Transition: Counting from Advanced Counting to Early Additive

Transition: Advanced Counting to Early AdditiveDomain:Addition and Subtraction

Achievement Objectives / Number and Algebra: Level Two
Number Strategies:

Use simple additive strategies with whole numbers and fractions

Number Knowledge:

Know forward and backward counting sequences with whole numbers to at least 1000.
Know the basic addition and subtraction facts.
Know how many ones, tens, and hundreds are in whole numbers to at least 1000.

Equations and Expressions:

Communicate and interpret simple additive strategies, using words, diagrams [pictures], and symbols.

Key Teaching Ideas / Problem progression / References / Knowledge being developed / Resources
Our number system is based on ten.
(Key Idea #1)
Basic fact knowledge can be used to add and subtract tens.
(Key Idea #2) / 30 + 40 = ,
so 34 + 42 = .
50 + 40 = ,
so 53 + 43 = 
and 45 + 55 = .
60 – 30 = ,
so 64 – 32 = .
80 – 50 = ,
so 84 – 51 = 
and 88 – 54 = .
30 + 20 + 40 = ,
so 32 + 25 + 41 =  / Teaching Addition and Subtraction (Book 5)
More ones and tens (38)
Adding ones and tens (38)
Subtracting ones and tens (39)
BSM
12-1-9, 12-1-55, 12-1-5612-1-86
Figure It Out
N2.1Shaker Maker (4)
N2.1 How Old? (5)
N2.1 Mighty Mary (6)
N2.2 Hunting the Taniwha (7)
N2.2 Leapfrog (12)
N2-3 Putting Numbers to Work (2)
N2-3 Going Up (8)
N3-4.1 Disappearing Dollars (24)
N7/8 l.1 Down with Darts (18)
N7/8 L.1 Absolutely Abseiling (19) / Identify all of the numbers in the range 0-1000 / Teaching Number Knowledge (Book 4)
Number fans (4)
Place Value Houses (5)
Number Hangman (5)
Figure It Out
N 2-3 What’s my number? (3)
N 2-3 Digit Time (5)
N 2-3 Going up (8)
NS 7/8 L.1 Aiming High (4)

Transition: Advanced Counting to Early AdditiveDomain:Addition and Subtraction

Key Teaching Ideas / Problem progression / References / Knowledge being developed / Resources
Numbers can be rearranged and combined to make ten.
(Key Idea #3)
Addition is associative, so addends can be re-grouped to solve a problem more efficiently.
(Key Idea #6) / 4 + 6 = , so 4 + 6 + 4 + 6 = .
7 + 3 = , so 7 + 5 + 5 + 3 = .
8 + 4 + 6 + 3 + 2 + 7 = ,
2 + 4 + 9 + 6 = ,
3 + 8 + 6 + 7 + 2 + 4 = ,
50 + 40 + 60 + 50 + 30 = .
4 + 17 + 26 + 3 + 8 =  / Teaching Addition and Subtraction (Book 5)
Make Ten (working with ten) (40)
Compatible Numbers (44) / Say the forwards and backwards number word sequences by ones, tens, and hundreds in the range 0-1000.
Say the number 1, 10, or 100 more or less than a given number in the range 0-1000. / Teaching Number Knowledge (Book 4)
Number fans (4)
Counting (11)
Skip counting on a number line (11)
Lucky dip (13)
Using calculators (14)
BSM
12-3-3, 12-3-4, 12-3-81, 12-3-82
Figure It Out
N 2.2 (2)Fan-tastic numbers
Addition and subtraction problems can be solved by partitioning one of the numbers to go up or back through ten.
(Key Idea #4)
Subtraction problems can be solved by going back through ten, partitioning numbers rather than counting back
(Key Idea #5) / 9 + 6 as 10 + 5 = .
6 + 8 as 4 + 10 = .
18 + 7 as 20 + 5 = .
59 + 8 as 60 + 7 = .
6 + 87 as 3 + 90 = .
97 + 6 as 100 + 3 = .
38 + 298 as 36 + 300 = . / Teaching Addition and Subtraction (Book 5)
Adding in Parts (working through ten) (41)
Subtraction in Parts (subtracting back through ten) (42)
Figure It Out
N2.2 Counting Counts (10)
N2.2 On and Off the Train (14)
NS&AT2-3.2 Make 28 (14)
BF3 Animal Antics (1)
BF3 Carrot Country (6)
BF3-4 Diamond Dazzle (4)
BF3-4 Bunches (1)
BF3-4 Magical Tens (11)
BF3-4 Face Totals (18)
N7/8 L.1 King of the Castle (15) / Recall the number of tens and hundreds in centuries and thousands. / Teaching Number Knowledge (Book 4)
Close to 100 (24)
Tens in hundreds and more (27)
Key Teaching Ideas / Problem progression / References / Knowledge being developed / Resources
Change unknown problems can be solved by using place-value knowledge of tens and ones or by partitioning through tens.
(Key Idea #7) / 7 + ☐= 13
16 + ☐= 25
67- ☐= 21
68 + ☐= 75
31 + ☐= 73
200 - ☐= 156 / Teaching Addition and Subtraction (Book 5)
Up over tens (change unknown working through ten) (45)
The missing ones and tens (46)
Problems like 37 +  = 79 (change unknown with tens) (46)
Problems like 67 -  = 34 / Record the results of addition calculations, using equations and diagrams. / Teaching Number Knowledge (Book 4)
Close to 100 (24)
N 3-4 Disappearing Dollars (24)
Subtraction can be used to solve difference problems in which two amounts are being compared.
(Key Idea #8) / 12 – 4
42 – 4
5 + ☐= 11
so 11 – 5 = ☐
68 + ☐= 77
so 77 – 68 = ☐ / Teaching Addition and Subtraction (Book 5)
Comparisons: Finding difference in data (48)
More comparisons: Comparing heights (49) / Order numbers in the range 0-1000. / Teaching Number Knowledge (Book 4)
Card ordering (12)
Arrow cards (13)
Rocket- where will it fit (15)
Number line flips (15)
Squeeze – Guess my number (15)
Hundreds and thousands book (16)
Bead strings (17)
Who is the richest (18)
BSM
10-3-86, 11-3-3, 11-3-42
Figure It Out
N 2-3 On the cards (7)
NS 7/8 L.1 Up the ladder (15)

Transition: Advanced Counting to Early AdditiveDomain:Addition and Subtraction

Key Teaching Ideas / Problem progression / References / Knowledge being developed / Resources
Knowledge of doubles can be used to work out problems close to a double.
(Key Idea #9) / 3 + 3 =  so 4 + 3 = .
7 + 7 =  so 7 + 8 = , 6 + 7 = , 14 – 7 = .
8 + 8 =  so 16 – 7 = ,
16 – 9 = , 15 – 8 = .
25 + 25 =  so 26 + 27 = ,
23 + 27 = , 50 – 24 = .
500 + 500 =  so 503 + 501 = ,
498 + 497 = , 501 – 498 = . / Teaching Addition and Subtraction (Book 5)
Near Doubles (49)
Figure It Out
N2.1 Helping Hands (3)
N2.2 It’s Not Fair (15)
BF2.3 Fizzing It up (5) / Recall groupings within 100, e.g. 49 and 51 (particularly multiples of 5 e.g. 25 & 75)
Recall the number of groupings of tens that can be made from a three-digit number / Teaching Number Knowledge (Book 4)
Traffic Lights (25)
Zap (26)
Nudge (24)
Slavonic Abacus (23)
Tens and ones (23)
BSM
11-3-4, 11-3-5, 11-3-43, 11-3-44, 11-3-45, 11-3-81, 11-3-82, 12-1-1, 12-1-2, 12-1-41, 12-1-82, 12-1-83
Figure It Out
N 2.1 Different Strokes (2)
N 2.1 Mighty Marty (6)
N 2.2 All that Glitters (3)
N 2.2 Leapfrog (12)
N 2.2 Hitting 100 (4)
N 2-3 Putting numbers to work (2)

Transition: Counting from Advanced Counting to Early AdditiveDomain:Addition and Subtraction

Key Teaching Ideas / Problem progression / References / Knowledge being developed / Resources
The equals sign represents balance.
(Key Idea #10) / 6 +1 = 5 + ☐
2 + 4 = ☐+ 3
☐+ 12 = 15 + 13
42 + 38 = ☐+ 32
☐+ 65 = 67 + 33
585 – 35 = ☐- 34 / Teaching Addition and Subtraction (Book 5)
A balancing act (50) / Recall addition and subtraction facts to 20 / Teaching Number Knowledge (Book 4)
Number boggle (33)
Tens frames again (34)
Number mats and number fans (34)
Bridges (35)
Bowl a fact (35)
Loopy (37)
Addition flash cards (37)
BSM
9-3-6, 9-3-7, 9-3-48, 9-3-83, 9-3-84, 10-3-6, 10-3-8, 10-3-10, 10-3-46, 10-3-47, 10-3-52, 10-3-53, 10-3-54, 11-1-8, 11-1-9, 11-1-52, 11-1-53, 11-1-83, 11-1-84, 11-3-52, 11-3-53, 11-3-84, 12-1-7, 12-1-52, 12-1-85, 12-3-2, 12-3-45, 12-3-46, 12-3-47, 12-3-8, 12-3-52,
12-3-53, 12-3-85
Figure It Out
N 2.1 Frogs Frolic (22)
BF 2-3 Quick add (3)
BF 2-3 Add it on (6)
BF 2-3 Twenty seven (15)
BF 2-3 Stay on the line (19)
BF 2-3 Testing triangles (21)
BF 3 Beat yourself down (2)
BF 3 Give or take (5)
BF 3 Four in a row (7)
BF 3 Array puzzle (8)
N 2-3 Going down (9)
N 3.3 Skimming stones (4)

Transition: Advanced Counting to Early AdditiveDomain:Addition and Subtraction

Knowledge being developed / Resources
Round three-digit whole numbers to the nearest 10, or hundred / BSM
12-1-6, 12-1-46
Recall the multiples of 100 that add to 1000, e.g. 400 and 600. / BSM
12-1-3, 12-1-4, 12-1-42, 12-1-43